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EDUC-W 200

Grade: 5
Overall Goal: To explore ways to handle cyberbullying and to learn how to respond to upsetting
language online.
Standards Learning Objectives Assessment

Common Core (grade 5): Students will be able to ... Students will be able to..
RL.3, RL.10, RI.1, RI.3,RI.4, ● Identify what ● Answer questions
RI.7, RI.10, RF.4a, cyberbullying is and correctly about
W.9b,SL.1a, SL.1b, SL.1c, how to take action cyberbullying and
SL.1d, SL. 4, SL. 5, SL. 6, L against it. different examples
.6 ● Empathize with entailing the
those who have bullying
ISTE: received mean and ● Reflect on what
2b, 5a, 5d hurtful messages. they have learned
● Judge what it means by answering open
to cross the line ended questions
from harmless to
● Generate solutions
for dealing with

Key Terms & Definitions:

● Cyberbully (verb): using technology tools such as the Internet and cell phones to
deliberately upset someone else
● Bystander (noun): a person who is present at an event but does not take part in it
● Victim (noun): an unfortunate person who suffers from hard circumstances

Lesson Introduction (Hook, Grabber):

Students consider that while they are enjoying their favorite websites they may encounter
messages from other kids that can make them feel angry, hurt, sad, or fearful. Students will
explore through the game known as “telephone” that not everything they see on the internet
about someone is true. The students will then be able to make the connection between the game
and cyberbullying and draw the conclusion that the spreading of false information is a way in
which people cyberbully.
Warm-up (10 minutes)
PLAY a kahoot game in regards to cyberbullying, what it is and how you can prevent it.
INVITE students to engage and think about how cyberbullying can affect them or their peers.
PRE-ASSESS students to see what they already demonstrate knowledge of in terms of

Main Lesson:
1: What is Cyberbullying and how do you take action against it? ( minutes)

WATCH presentation that gives a general idea to students of what cyberbullying is and how
one can advocate against it.

ANSWER the questions silently that are asked about cyberbullying to keep student engagement

HAVE students talk in small groups about the video they watched and the questions they
answered. Did you learn something new? Do you fully understand what cyberbullying entails?

INVITE students to share their own stories

ASK: Have you seen mean messages sent to you or others online? Tell us about it, but do not use
real names. Answers will vary.

ASK: How might you handle a situation of cyberbullying after viewing the presentation?
Encourage them to give verbal responses to each other, then share out loud

2: Crossing the Line (10 minutes)

PLACE the piece of string across the length of the classroom. Ask students to stand on one side
of the line. Then ask them to imagine that they are online and somebody has sent them a
message, which you will read to them. Tell the students to stay where they are if they think the
message is okay; to cross over the line if they think the message is not okay; or to stand on the
line if they think the message is in between.

READ each of these messages aloud and have students move accordingly:
● You are an idiot.
● I’m having a party and you’re not invited.
● I like your new haircut.
● You are really ugly.
● Thanks for the advice. Next time would you mind telling me in person rather than by
● Did you finish your homework?
● Why is it taking you so long to finish it?
● You are such a freak.

REVIEW with students that kids like to go online and use cell phones to email, chat, watch
videos, send messages, play games, and do homework. But sometimes the language can get
mean or scary. Messages that make people feel bad cross the line. Sometimes that meanness is
unintentional, but when people use tools such as the Internet and cell phones to deliberately upset
someone else over and over, that’s cyberbullying.

3: Infographic Scavenger Hunt (10 minutes)

HAVE students return to their seats.
DISCUSS how easy it is to feel angry or upset when somebody sends you a mean or scary
message online.
DEFINE and INTRODUCE the Key Vocabulary term cyberbullying, and infographic regarding
the facts and figures of cyberbullying.
DISTRIBUTE the scavenger hunt worksheet to be filled out by students as they are exploring the

Wrap-up (5 minutes)
You can use these questions to assess your students’ understanding of the lesson objectives.
They will considers these questions when answering a google form created to assess their
understanding and idea/viewpoints on the topic cyberbullying.
● Why is it a bad idea to send mean or scary messages online?
Because they can make the person who gets them upset, angry, or scared.

● Why might there be more misunderstandings between people when they send online
messages as opposed to face-to-face discussion?
Online messages can be more confusing or scarier than face-to-face messages because there are
no face-to-face cues to help you understand people’s intentions.

● What can kids do when they get cyberbullying messages?

They can 1) calm down and take a deep breath, 2) tell a friend or a trusted adult who can help
develop a plan to handle the situation, 3) ignore the bully, 4) keep a copy of the communication
with the bully.

Assessment Rubric: Google Quiz

Great Average Poor
Indicator Student is able to Student is able to Student answers 4 or
answer 6 out of the 7 answer 5 out of the 7 less questions
correctly and provide questions correctly correctly and shows
specific details for the and provide a brief no understanding on
long answer portion to answer to the long the long answer
display their answer questions. questions.

Resources / Artifacts:
m6sW3wgb41mQD7YVjJasQPdaaYXzLWG8NU-747-p8g/viewform?usp=sf_link (Emma)
https://youtu.be/UNUlvMHNP2A (Emma)
https://create.piktochart.com/output/33101697-cyberbullying (Claire)
Q/edit?usp=sharing (Claire)
https://play.kahoot.it/#/k/d8c2e9ba-99ab-4619-9107-0269fc71e9c4 (Katelyn)

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

● Differentiation for ability levels

○ Some students may have higher levels of ability than others when it comes to
working in this classroom. This could be accommodated for by having the higher
level students help the lower level students. This way, the balance is maintained
and every student benefits from it.

● Differentiation for demographics

○ If there are offensive remarks regarding the demographics of students during the
games/activities we do, the people who are being victimized will be set aside and
spoken too for extra support/comfort. Bullying can be a very rough subject for
some students to discuss, so making sure everyone is comfortable and in a safe
environment is imperative to facilitating a good learning experience. Students
who have personally been cyberbullied could be pulled aside and let know what is
being discussed to provide extra support. Also, students who are part of non-
majority demographics can be given a warning of the lesson to ensure

● Differentiation for languages

○ If there are languages barriers and there are students who are not able to
understand the material and questions asked, I will walk around the room and
explain it to them in more simple terms. I will pair them with another student they
are comfortable with to assists in their understanding. I will also give the student
the option of a translate tool that could assist in their understanding of what is
being said.

● Differentiation for access & resources

○ Computers, Internet connection, and/or Wifi access
○ In this scenario a student who is not able to access internet at home will be
provided a handout copy of the powerpoint if needed. Class time will be given to
complete most, if not everything that is assigned online. If a student needs more
time, they are able to arrive early in the morning or stay after school with a
teacher to use the school computers and finish the online work.

Anticipated Difficulties:
Anticipated difficulties for the powerpoint part of this lesson could be students not being able to
see the board so they are not able to learn from the powerpoint. In order to overcome this the
students will be asked if anyone needs to move closer to the front to see the board and learn to
their best potential. Another anticipated difficulty could be students not being able to hear the
voice over provided on the powerpoint. If this is an issue students will be sent the powerpoint
directly to their email and open it on their own device in which headphones could help assists in
the hearing of the powerpoint. A difficulty that could also be encountered is student engagement
being lost. To try to combat this, questions will be asked throughout the video to ensure students
are paying attention and are absorbing the information. The students will then be asked to
participate in a group discussion to assess their focus during the presentation. Anticipated
difficulties regarding the piktochart include limited or no internet access. To combat this
problem, we could print out copies of the piktochart and the assignment that goes with it for
students who don't have internet access or for students who have a hard time working on
computers Another difficult might be with understanding the information and conceptually
thinking about how they could solve the problem of cyberbullying. The assignment is fairly
quick and to the point, so there is no other anticipated difficulties at hand. The only difficulty I
foresee with the kahoot is that some students may become discouraged if they do not know the
answer right away when some of the other students do. Since it is an “in class” assignment, I do
not anticipate internet access as being an issue.